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Structured Reflection

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					Structured Reflection
     Terry Thaxton
         FCTL
   December 16, 2008
   Why Do We Need Structured
          Reflection?


We use Service-Learning because we want
our students to understand the
connections between and among personal
growth, academic or intellectual growth,
and civic growth.
Structured reflection provides a way for
students to integrate and process their
personal, academic, and civic growth.
During this session, you will:
   Determine SL goals for your students
       Academic
       Personal
       Civic
 Create SL objectives for your course
 Design at least six structured reflection
  prompts for students in your class based
  on your course objectives
 Find resources to help you create an
  assessment plan for structured reflection
Workshop 1
 Look at your current course objectives.
 Determine which of those meet academic
  goals, which meet personal growth goals,
  and which meet civic engagement goals.
 Do you have more academic goals than
  civic engagement goals?
 How will your students “get” the
  connection between academics and
  service?
Quiz
 Why do you have service-learning in your
  course?
 What do you hope your students learn
  about community?
 What do you hope your students learn
  about being an engaged citizen?
 What do you hope your students learn
  about service and knowledge?
Campus Compact
   Learning outcomes must drive the design
    of reflection activities, and the feedback
    and assessment process.

(http://www.compact.org/disciplines/reflecti
  on/structuring/decisions.html)
Successful Reflection
 Course objectives must integrate
  personal, civic, and academic goals.
 Instructor must guide the students toward
  those goals (a “journal” won’t do it).
       Before SL project
       During SL project
       After SL project
   Students must be able to see their
    thinking process.
Let’s Get to Work
 Look again at your course objectives
 Look at your answers to Quiz #1
 Would students in your class purposefully
  learn what you want them to learn about
  service?
New Objectives
   Add at least three objectives to your
    course that relate to your quiz answers.
Getting them to think
   Provide questions/prompts to students
    before they go to the service site or begin
    the service activity.
       Discuss what challenges you anticipate at your
        site.
       Why would I require a service project for this
        course?
       Describe your previous community
        involvement.
Your Turn
   Write two prompts for students in YOUR
    class that gets them thinking about the
    link between service and learning
Keeping Them Thinking
   Provide students questions/prompts
    throughout the service activity. Once a
    week or ever other week.
       Compare your experience at the Coalition for
        the Homeless with your reading in chapter 2.
       Contrast the difference between this service
        project and volunteerism.
       Visit www.compact.org and browse the syllabi
        in our discipline. Identify one course from a
        different university and describe their service
        project. How is it similar to ours? How is it
        different?
Your Turn
   Write two prompts for students in YOUR
    class that keeps them thinking about civic
    engagement and higher education.
Send Them Away Thinking
 Look back at your reflection from Week 1,
  and argue the case for service-learning in
  a course like this one.
 Describe your most satisfying experience
  of your service project.
Your Turn
   Write two prompts for students in YOUR
    class that will cause them to think about
    the semester of service and how it
    enhanced their learning.
Assessment Plan
 Include grade weight for Structured
  Reflection on your Syllabus
 Review assessment suggestions at
  Campus Compact Structured Reflection
  site.
Other suggestions
Sources
 www.civicreflection.org
 http://www.compact.org/disciplines/reflec
  tion/
       This site walks you through the entire process

				
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